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Abstract

This study set out to examine the English language-learning experiences of formerly classified ELLs, who are now teachers, as a source of personal practical knowledge (Clandinin, 1985), and its influence on their teaching practices for ELLs. The conceptual framework was set around the theories of personal practical knowledge and critical pedagogy. The methodology selected for this qualitative study was phenomenology per the guiding principles set forth by Van Manen (2006). Data collection methods following this phenomenological approach were semi-structured interviews, classroom observations, and document and records review. The collection of data took place during the 2015-2016 academic year, with the participation of three teachers, who were formerly classified as ELLs, working for school districts in Northeast Kansas. The major findings of the study revealed that participants developed personal practical knowledge from language-learning experiences, classified into three main themes: (a) coming of age, an experience of growth; (b) attitudes towards ELLs, attitude; and (c) influence of the language-learning experience on pedagogy for ELLs. The tendency to apply personal practical knowledge in teaching ELLs was mainly based on the connections participants made between themselves as language learners and their ELLs. An additional outcome of the present study is the portrayal of the participant’s personal narratives, underscoring their personal stories related to their language-learning experiences, and the factors that have become a priority in their teaching practices: language, education, and students. Limitations of this study were related to the small number of participants, their specific profiles, limited contexts of interaction, data collection procedures, and data analysis. Implications are offered for the development of teacher preparation programs and curriculum planning for TESOL, professional development, and future research.